Critical places of mathematics at the primary schools in the discourse of teachers

Abstract

The chapter summarises results of qualitative research based on interviews with 26 mathematics teachers whose gaol was to find out which parts of primary mathematics are seen by teachers as critical from the point of view of pupils. For each identified critical place, the nature of pupils’ problems and their possible causes are given (from the teachers’ viewpoint) and didactic approaches the teachers use to overcome these problems are described.

Keywords

• critical places of mathematics
• mathematics teachers
• word problems
• construction tasks
• rounding
• arithmetical operations
• area and circumference
• didactic approaches